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Title Body Build higher levels of job satisfaction with professional learning Source Teacher satisfaction has dropped 15 points Source: MetLife. (2011). The MetLife survey of the American teacher: Teachers, parents and the economy. New York:

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Source

Title

Body

Build higher levels

f job satisfaction

with professional learning

SLIDE 2

Source: MetLife. (2011). The MetLife survey of the American teacher: Teachers, parents and the economy. New York: Author. (14). Available at www.metlife.com/ teachersurvey.

Teacher satisfaction has dropped 15 points

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Source: MetLife. (2011). The MetLife survey of the American teacher: Teachers, parents and the economy. New York: Author. Available at www.metlife.com/ teachersurvey.

72% of teachers with low job satisfaction (vs. 86%

with high) reported that their school or district provides adequate opportunities for professional development.

44% of teachers with low job satisfaction (vs. 27% with

high) reported that time to collaborate with other teachers has decreased during the past 12 months.

33% of teachers with low job satisfaction (vs. 20%

with high) reported that there has been a decrease in professional development opportunities during the past 12 months.

Professional learning has a role in satisfaction rates

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Source: Armstrong, A. (2012, May) Build higher levels of job satisfaction. The Leading

Teacher. Oxford, OH: Learning Forward. Available at www.learningforward.org/news/

teacher.

Create a safe learning environment

Trusting
Confjdential
Refmective
Collegial

What can teacher leaders do?

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Source: Armstrong, A. (2012, May) Build higher levels of job satisfaction. The Leading

Teacher. Oxford, OH: Learning Forward. Available at www.learningforward.org/news/

teacher.

Provide opportunities for teachers to contribute to

Professional learning plans
School governance
Decision making
Education policies

What can teacher leaders do?

SLIDE 6

Read the full article, published in The Leading Teacher (May, 2012). Available at www.learningforward.

rg/news/teacher.

Download the article and accompanying tools

COLLEGIALITY, LEADERSHIP ARE KEY FACTORS FOR TEACHERS By Anthony Armstrong

T

eacher job satisfaction has dropped dramati- cally in just two years. In 2009, 59% of teachers were very satisfied with their jobs. In 2011, that number dropped to 44%, according to The MetLife Survey of the American Teacher: Teachers, Parents and the Economy, (MetLife, 2011, p. 13). This represents the largest drop in teacher satisfaction since the annual MetLife Survey of the American Teacher first started tracking teacher satisfaction in 1984, and the lowest level of teacher satisfaction in the past 24 years. A recent research paper from The Project on the Next Generation of Teachers at the Harvard Graduate School

f Education examines how

working conditions predict teachers‘ job satisfaction and career plans. The study found that working conditions were the most important factor in teacher satisfaction: “Teachers who teach in favorable work environments report that they are more satisfied and less likely to plan to trans- fer or leave the profession than their peers in schools with less favorable conditions, even after controlling for student demographics and other school and teacher characteristics” (Johnson, Kraft, & Papay, 2012, p. 5). The same study went on to make the link between teacher satisfaction and student achievement growth (Johnson, Kraft, & Papay, 2012, p. 5), so the importance of teacher satisfaction cannot be overstated. One of the study’s goals was to determine which factors within favorable working environments are most important for predicting teachers’ job

satisfaction. Interestingly, the condi-

tions most important for teacher satisfaction were “the ones that shape the social context of teaching and learning” (Johnson, Kraft, & Papay, 2012, p. 27). While typical working condition requirements were important, such as safe facilities, adequate resources, and lesson preparation time, the study found that the three most important elements for teacher satisfaction are

1. Collegial relationships, or the

extent to which teachers report having productive working rela- tionships with their colleagues;

2. The principal’s leadership, or the

extent to which teachers report that their school leaders are supportive EVERY EDUCATOR ENGAGES IN EFFECTIVE PROFESSIONAL LEARNING EVERY DAY SO EVERY STUDENT ACHIEVES Inside

Design learning that drives satisfaction, p. 2
Approach professional learning as a researcher, p. 3
Culture of trust, p. 6
Collegial visit, p. 7

May 2012

Vol. 7, No. 6

THE LEADING

Teacher

Your membership in Learning Forward gives you access to a wide range

f publications, tools, and opportunities to advance professional learning for

student success. Visit www.learningforward.org to explore more of your membership benefits. Continued on p. 4

Build higher levels

f job satisfaction

This newsletter was made possible with support from MetLife Foundation. Taryl Hansen, director of teacher leadership for the Arizona K12 Center, creates an atmosphere of collegiality through games such as Jenga that offer what she calls equity of voice.

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Learn more with

Learn more about professional learning for educators with Learning Forward, an international membership association for learning educators: www.learningforward.org See how membership gives you access to a wide range of publications, tools, and

pportunities to advance professional learning

for student success.